Search

This study articulates the epistemological underpinnings of a web banner’s visual elements featured on the webpage of the research centre, Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow). Through interdisciplinary work within a diverse framework including dialogical, cultural, historical, systemic, anthropological and more-than-human epistemological approaches, the research team has consolidated a common sphere of member-identifying visual representations. This work tells the story of how the research team became ‘ocular’ in developing a web banner and establishing a new research centre. The aim of the narrative is to demonstrate how visual forms, elements, symbols and metaphors can be productive in research teamwork for articulating epistemological commonplaces and commonalities. The article shows the text and visual elements used. The video attached outlines one of the metaphors that served as a productive thinking tool in the process.

This paper explores what place means for early childhood education at a time of global environmental precarity. We draw on fieldwork in Arctic Norway, where kindergarten children spend time with snow for more than half of the year. Children’s movement attunes to the nuances and diversity of the snow, as seasons, temperature, light, wind and weather change the consistency of snow and the possibilities for what can occur. The paper presents data of children walking in deep snow during an ice-fishing trip, a practice known as ‘grynne’, asking what we can learn both about the moment-by-moment attunement between child, snow and place necessary to grynne, and the paths of movement left behind in the snow afterwards. We draw on Manning’s work in order to trace the major and minor gestures running through grynne, as an analytic starting point for educators considering the role early years pedagogy might play in planetary sustainability.Thinking beyond the notion of humans as masterfully in control of environment, Ingold’s notion of correspondence offers a counter, advocating for a ‘lifetime of intimate gestural and sensory engagement’ as a way of learning to attune more deeply to place and take seriously the way in which place and humans mutually shape each other. In a place where seasonal temporality matters, in extreme ways that change how children’s bodies can move, we consider what children’s entanglement with snow can teach us, educators as well as researchers, about education for sustainability.

Source at https://doi.org/10.7577/nbf.2622. Artikkelen fokuserer på de yngste barnas læringsprosesser gjennom deres involvering og engasjement med sosiale og fysiske omgivelser i barnehagen. Det løftes fram hvordan barnekropper i bevegelse er kilde for erkjennelse og læring. Som utgangspunkt for analysen har vi valgt to eksempler fra barns aktivitet i barnehagens uteområde. Forsker har vært tilstede som deltakende observatør, og inngått som en del av konteksten barnas bevegelse og aktivitet foregår i. Tim Ingolds begrep vegfaring (wayfaring) anvendes i analysen av hvordan bevegelse kan forstås som læring. Dette er læringsprosesser som handler om å være i verden fremfor å lære om verden. Ved å ta i bruk et slikt perspektiv på læring vil artikkelen være et bidrag til å tydeliggjøre innholdet i et helhetlig læringssyn i barnehagens pedagogiske praksis. The article focuses on how learning processes of the youngest children in kindergarten are based on their involvement and engagement with social and physical environments in kindergarten. We emphasize how movement are a source for acknowledgement and learning. As a basis for the analysis, we have chosen two examples from the children’s activities in the outdoor area of the kindergarten. Researcher has been present as a participating observer, and been a part of the context in which the children's movements and activities take place. Tim Ingold's concept wayfaring is applied in the analysis of how movement can be understood as learning. Learning, in this way, is primarily about being in the world rather than learning about the world. By using this perspective on learning, the article will contribute to clarifying the content of holistic learning in pedagogical practices in kindergarten.

En oppgave om forskjellige filmer og Kina sitt forhold til dem.